Keywords
The European Framework for Personal, Social and Learning to Learn Key Competence
European Union
secondary education
key competences
skills
transversal competences
How to Cite
Abstract
The author emphasizes the transformation processes in the European educational space, where the competence-based approach to learning is increasingly playing a key role. The purpose of The European Framework for Personal, Social and Learning to Learn Key Competence (LifeComp) is characterized. It is noted that the “Personal, Social and Learning to Learn” competence has been recognized as a key competence, in accordance with the Recommendation of the European Parliament and of the Council of Europe on Key Competences for Lifelong Learning (2018). The LifeComp Framework considers “Personal, Social and Learning to Learn” as a set of competences related to all areas of life that can be acquired through formal, non-formal and informal education. The importance of forming and developing key and transversal competences in citizens is substantiated, since they contribute to and provide the basis for the successful professional development of each person, personal fulfillment and active citizenship.
The analysis of The European Framework for Personal, Social and Learning to Learn Key Competence shows that it is conceptual and innovative in nature. The list of competences is defined and the structure of the LifeComp Framework is considered.
It is emphasized that the LifeComp Framework identifies exactly those competences that can be taught, in particular at school. It is concluded that LifeComp can be used as a basis for the development of curricula and educational activities that promote personal, social development and learning skills. Prospects for further research are identified, which include the use of the LifeComp Framework in the field of educational policy and in practice in educational institutions.
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